Ted Hamilton's ED151 WikiThis is my portfolio of assignments and activities for Education 151 Fall 2014.Business Plan:
This business will contract with and buy produce from local farmers and will exist as a market and breakfast and deli restaurant.Produce will be bought from the local producers in season and sold on the shelves and also used in fresh daily specials. Food not able to be sold immediately will be used in stocks and broths for use the next day. Food will range from breakfast staples to sandwiches and soups with fresh in-season produce highlighted throughout the year. A secondary focus of this business will be the application of profits toward school nutrition programs including edible school yards, nutrition education, and before/after/summer school food programs.
Initial investments will include rent for the space and the costs to remodel it. The restaurant will need a small, working commercial kitchen as well as ample storage and refrigeration space. Also, a truck will be needed to collect and bring in produce. Recurring expenses will be 2 part-time workers, one assisting in the kitchen, the other making produce deliveries in addition to food costs, utilities, and insurance.
There are several small businesses in Columbus that are restaurants and several large chain grocery stores. This business will bring the convenience of a farmers market daily so that people can stop in on their way home to get whatever vegetables they will need for the coming day. To aide the convenience, online ordering will be available to have produce bagged and ready to be picked up. Additionally, the restaurant aspect will allow for busy people to stop in to sit and eat a quick meal or grab one to go, knowing that it is a healthy, locally produced, and sustainable meal.
There is no business that shares a focus with childhood nutrition in this way. The business will partner with one school in the first year and from the success and failure, new projects will be planned with the help of other schools in the community. Additionally, fully-prepared meals will be available at-cost for student lunches and snacks to give parents a fast, fresh option for their child at minimal expense (time and monitory) to replace the over-reliance on low-nutrition, highly-processed foods. My Top Five Interests in Education
Physical and Nutritional Involvement in Education
Parent-Teacher Relationships
Self-guided Learning
Nature vs Nurture
Cross-Subject Collaboration
Professional E-mail:
Dear Mr. Khan,
I am a student at Capital University in Columbus, Ohio working to achieve my teaching license in the state of Ohio. I wanted to send you an email thanking you for bringing such a wonderful teaching tool as Khan Academy to the world. The lessons are interesting and the skill building and practice is well designed. Specifically, I am greatly enjoy that teachers can monitor their students progress and give them recommendations along the way so that they students feel that they are in control of their math education as they push through. It really is a wonderful system and I appreciate that you brought this powerful tool to schools everywhere.
Ted Hamilton Ecological Systems Theory: Bronfenbrenner's Ecological Systems TheoryHow Bronfenbrenner's theory applies to me
Classroom Management
My Hippocratic Oath I am an adult and a teacher. My role is to convey what I know in a caring, understanding manner to children I have the privilege of teaching. I must never make assumptions about my students and I must continue my education every day to give them the best environment possible in which to learn.
Readings
1. Why, in your opinion, did people put their lives on the line (and often lose them) just so that children could become educated? What is the power of education?
The power of education is the power to become independent and liberated. People put their lives on the line because living without the liberation from education is not living a full life. As Frederick Douglass reflected on his mistress before her change of heart, she fed the hungry and clothed the naked, and in her mind, it was only natural to nurture the mind. Forcing others to live in this subjugated way is a cyclical problem; those whose minds are locked and controlled do not question why it would be so and the mistreatment is allowed to continue and fester. Education unlocks the unlimited potential to explore and understand the world. An educated and liberated mind can be critical of oppression and mistreatment and can first free itself and then find ways of overcoming obstacles in its path.
2. What has been the power of education in your own life? Without it, where would you be?
Without education, I do not know where I would be. Education and exploration was always a part of how I was brought up. I do not have any idea where my life would be, given that I was always encouraged to go out and learn. My life would probably not be as enjoyable and I would probably spend my time very differently, being devoted to tasks and following the instructions of others to do anything.
3. What are the implications of these writings for your own practice as a teacher?
These writings will help me to remember what the power of education is at its core. It is light in the darkness. Education should be made available to every child and adult alike. It will also remind my of how much larger a thing education is than simply a lesson at a time. Education doesn't just affect the student, it affects everyone with whom they associate and subsequently spreads and adapts as it travels.
The three sets of readings all have focused on the education access and pedagogical focus throughout time and across groups with the most recent reading by John Dewey and Pablo Freire serve to unify a broader realization of inherent inequalities in access to education.
The most expansive education has been available to the wealthy and powerful throughout history. The Spartans only trained the strongest and toughest in their pursuit to shape the ideal Spartan and the Athenians reserved education only for male citizens. During the dark ages, European education was consolidated within the Church to create the ideal servants of god and limited to keep this structure in place. In the Colonial Era, the power and wealth of Europe explored and conquered the world to bring the people they observed as being less civilized a better life. This life they brought was wrought in inequality; the rich colonizers educated their children with the best they could afford, and the conquered people were taught what was necessary to keep them under the thumb of colonizers. In Pre-Civil War America, the idea of public education had taken seed, but it was still off limits for slaves who were also kept as far from education as they could be with harsh punishments on those who educated slaves. After the abolition of slavery, formal education continued to favor white children while schools for blacks slowly began and grew. Even today, public education favors the wealthy (usually white) students of America because the taxes that fund schools are based off of assets. Though learning is universal, the resources that convey knowledge are deferentially distributed.
John Dewey and Pablo Freire's articles focus on the place of schools in the psychological and sociological development of children. Dewey argues that they combine both aspects, and they must because one without the other lacks a balancing component.Both Dewey and Freire make strong arguments against the presentation and memorization of abstract concepts that defy cognitive development because they are unsubstantial. They both push for a education that focuses on problem solving and investigation instead of mere transactions that are of little real meaning to the students. Our education system is now very reliant on the input and output (specifically measuring the output) the point where cultivating ability and skill falls by the wayside. This method of teaching and evaluating compound with the issues of wealth (education) distribution and unite underfunding with underperformance and forces schools to make do with ever diminishing resources, ever worsening reputations, and more and more pressure to squeeze out the bare minimum product. This is creating a spackling over the problem instead of dealing with underlying problems.
Ted Hamilton's ED151 WikiThis is my portfolio of assignments and activities for Education 151 Fall 2014.Business Plan:This business will contract with and buy produce from local farmers and will exist as a market and breakfast and deli restaurant.Produce will be bought from the local producers in season and sold on the shelves and also used in fresh daily specials. Food not able to be sold immediately will be used in stocks and broths for use the next day. Food will range from breakfast staples to sandwiches and soups with fresh in-season produce highlighted throughout the year. A secondary focus of this business will be the application of profits toward school nutrition programs including edible school yards, nutrition education, and before/after/summer school food programs.
Initial investments will include rent for the space and the costs to remodel it. The restaurant will need a small, working commercial kitchen as well as ample storage and refrigeration space. Also, a truck will be needed to collect and bring in produce. Recurring expenses will be 2 part-time workers, one assisting in the kitchen, the other making produce deliveries in addition to food costs, utilities, and insurance.
There are several small businesses in Columbus that are restaurants and several large chain grocery stores. This business will bring the convenience of a farmers market daily so that people can stop in on their way home to get whatever vegetables they will need for the coming day. To aide the convenience, online ordering will be available to have produce bagged and ready to be picked up. Additionally, the restaurant aspect will allow for busy people to stop in to sit and eat a quick meal or grab one to go, knowing that it is a healthy, locally produced, and sustainable meal.
There is no business that shares a focus with childhood nutrition in this way. The business will partner with one school in the first year and from the success and failure, new projects will be planned with the help of other schools in the community. Additionally, fully-prepared meals will be available at-cost for student lunches and snacks to give parents a fast, fresh option for their child at minimal expense (time and monitory) to replace the over-reliance on low-nutrition, highly-processed foods.
My Top Five Interests in Education
Professional E-mail:
Dear Mr. Khan,
I am a student at Capital University in Columbus, Ohio working to achieve my teaching license in the state of Ohio. I wanted to send you an email thanking you for bringing such a wonderful teaching tool as Khan Academy to the world. The lessons are interesting and the skill building and practice is well designed. Specifically, I am greatly enjoy that teachers can monitor their students progress and give them recommendations along the way so that they students feel that they are in control of their math education as they push through. It really is a wonderful system and I appreciate that you brought this powerful tool to schools everywhere.
Ted Hamilton
Ecological Systems Theory: Bronfenbrenner's Ecological Systems TheoryHow Bronfenbrenner's theory applies to me
Classroom Management
My Hippocratic Oath
I am an adult and a teacher. My role is to convey what I know in a caring, understanding manner to children I have the privilege of teaching. I must never make assumptions about my students and I must continue my education every day to give them the best environment possible in which to learn.
Readings
1. Why, in your opinion, did people put their lives on the line (and often lose them) just so that children could become educated? What is the power of education?
The power of education is the power to become independent and liberated. People put their lives on the line because living without the liberation from education is not living a full life. As Frederick Douglass reflected on his mistress before her change of heart, she fed the hungry and clothed the naked, and in her mind, it was only natural to nurture the mind. Forcing others to live in this subjugated way is a cyclical problem; those whose minds are locked and controlled do not question why it would be so and the mistreatment is allowed to continue and fester. Education unlocks the unlimited potential to explore and understand the world. An educated and liberated mind can be critical of oppression and mistreatment and can first free itself and then find ways of overcoming obstacles in its path.
2. What has been the power of education in your own life? Without it, where would you be?
Without education, I do not know where I would be. Education and exploration was always a part of how I was brought up. I do not have any idea where my life would be, given that I was always encouraged to go out and learn. My life would probably not be as enjoyable and I would probably spend my time very differently, being devoted to tasks and following the instructions of others to do anything.
3. What are the implications of these writings for your own practice as a teacher?
These writings will help me to remember what the power of education is at its core. It is light in the darkness. Education should be made available to every child and adult alike. It will also remind my of how much larger a thing education is than simply a lesson at a time. Education doesn't just affect the student, it affects everyone with whom they associate and subsequently spreads and adapts as it travels.
The three sets of readings all have focused on the education access and pedagogical focus throughout time and across groups with the most recent reading by John Dewey and Pablo Freire serve to unify a broader realization of inherent inequalities in access to education.
The most expansive education has been available to the wealthy and powerful throughout history. The Spartans only trained the strongest and toughest in their pursuit to shape the ideal Spartan and the Athenians reserved education only for male citizens. During the dark ages, European education was consolidated within the Church to create the ideal servants of god and limited to keep this structure in place. In the Colonial Era, the power and wealth of Europe explored and conquered the world to bring the people they observed as being less civilized a better life. This life they brought was wrought in inequality; the rich colonizers educated their children with the best they could afford, and the conquered people were taught what was necessary to keep them under the thumb of colonizers. In Pre-Civil War America, the idea of public education had taken seed, but it was still off limits for slaves who were also kept as far from education as they could be with harsh punishments on those who educated slaves. After the abolition of slavery, formal education continued to favor white children while schools for blacks slowly began and grew. Even today, public education favors the wealthy (usually white) students of America because the taxes that fund schools are based off of assets. Though learning is universal, the resources that convey knowledge are deferentially distributed.
John Dewey and Pablo Freire's articles focus on the place of schools in the psychological and sociological development of children. Dewey argues that they combine both aspects, and they must because one without the other lacks a balancing component.Both Dewey and Freire make strong arguments against the presentation and memorization of abstract concepts that defy cognitive development because they are unsubstantial. They both push for a education that focuses on problem solving and investigation instead of mere transactions that are of little real meaning to the students. Our education system is now very reliant on the input and output (specifically measuring the output) the point where cultivating ability and skill falls by the wayside. This method of teaching and evaluating compound with the issues of wealth (education) distribution and unite underfunding with underperformance and forces schools to make do with ever diminishing resources, ever worsening reputations, and more and more pressure to squeeze out the bare minimum product. This is creating a spackling over the problem instead of dealing with underlying problems.